Assisted Dying Essay

Assisted Dying Essay Assisted Dying Essay Assisted Dying PHI: 200 Mind and Machine July 23, 2012 Assisted Dying Physician-assisted dying and euthanasia are compromising dilemmas between what is forbidden and what should be acceptable when the dying is at the end-of-life cycle. The idea of accelerating death is a topic that generates disharmony for physicians, lawmakers and those involved in the palliative and end-of-life care circumstances. So is it inhumane to force the terminally-ill to suffer while they prefer to hastening death by a physician? According to Susan Wolf’s paper on her father’s death, she is one person would never want to accelerate the causing of death by euthanasia or assisted suicide. Let me start by stating my personal belief on this subject. I am a proponent of physician-assisted dying and euthanasia and believe that people have a right to a make decision, if capable, to longer go through treatment and end their life peacefully. I stand firm behind my statement assuming that the terminally-ill patient has been presented with every possible option available to them and comes to their own decision to end pain and suffering through assisted dying. So I try to place myself in Susan’s position to see if I would respond in the same manner as her. It is quite the conundrum. It becomes difficult for me to imagine sitting by a loved one’s bedside watching them suffer every day and not support their conscious choice to end their life. Although death is not difficult for me to grasp, I do not think I could have any part in the facilitation of dying other than respecting their decision. Who is for me to say that a person should take every medical option possible to prolong the inevitable? But with the decision to let people take control of their own life, who will then will take the burden to assist in the process†¦an answer I do not have. I feel that Susan lacked accountability in her duty as a designated proxy decision-maker when she realized the health professionals poorly informed her father about maintaining comfort after termination of artificial nutrition and hydration. She made no notion to help him understand what information she was aware of to help him understand his options. She quotes, â€Å"convinced now that he had no choice, my father soldiered on† (Wolf, 2008, p. 24). Perhaps it was for selfish reasons or held onto the idea that it seemed like a story with conflicting versions and possible trajectories (Wolf, 2008, p. 24). Perhaps she held on to tight to her ethical beliefs and left it to the professionals to answer for his slow progression in death. My response to this is that first, I am a strong proponent of ending suffering to all sentient beings. If an incident occurred were information was held from my loved one or presented in an unclear manner, it would be my duty to ensure I bring in additional resources to help communicate options that would cease suffering. Regardless of my personal stance on assisted dying, I feel a stronger sense to collect, research, and bridge any gap of communication that could help someone. Although there could be some missing pieces to this

Analytical Essay Sample on Master Harold and the Boys by Athol Fugard

Analytical Essay Sample on Master Harold and the Boys by Athol Fugard The play Master Harold and the Boys, by Athol Fugard, illustrates life in South Africa under the apartheid rule. It would mean nothing has been learnt in here this afternoon, and there was a hell of a lot of teaching going on one way or the other, (p.59) quoted by the Black servant Sam, demonstrates the differences in mentality, opinion and social relationship the inferior Black racial group held compared with the dominant White race. Racial prejudice was very common and constantly relevant during apartheid rule. The consequences were enormous for the Black society, who were basically kept in prison on native land. The Whites determined their lives, educated and passed down laws for Blacks. Thus the relationship between the two controversial racial groups in most cases was not very good, because life of a Black native South African was oppressed. The three most significant characters of the play are Master Harold, member of the White race and also referred to as Hally, secondly the B lack Sam and thirdly also a Black servant named Willy. Both Sam and Willy are servants working for Harolds family. The relationship between Hally and his servants, Hallys childhood experience, White mentality towards Black society and true friendship will be discussed throughout the following paragraphs. The typical relationship between a Black and a White during apartheid rule was very distant. The Whites were the dominant people, acting as masters while the Blacks were seen as naturally inferior and thus were oppressed. The relationship between Hally and Sam, however, does not follow the typical pattern. Their relationship is a more friendly and open one. Sam, unlike his colleague Willy who calls Hallly Master Harold, refers to the White teenager simply as Hally. This was obviously not very common during apartheid rule, with most Blacks finding themselves in the same position as Willy. Like most Blacks Sam is uneducated. However, he is interested in learning and gains his personal education from Hallys textbooks which he brings home after school. Their friendly relationship can be exemplified by their dialog held throughout various educational topics and world significant figures (p. 16-24). Throughout this dialog both Sam and Hally set forward arguments trying to check the other and both characters succeed in winning over one argument over the other person. This illustrates their friendship, because Hally accepts SamÐ ¢s choice of Alexander Fleming as a man of magnitude. First of all, most Blacks would probably never know who Alexander Fleming was and his significance in contribution to medical advancements and secondly at all it was through Hally that Sam gained such knowledge. This example underlines the significant difference in communication relevant in Sam and Hallys relationship compared to other White-Black relationships during apartheid rule. Throughout his childhood, Hally spent a lot of time at the servants quarter after school when he was bored or when his parents did not have time to occupy themselves with him. Also, he used to hide there from his mother. At the servants quarter, both Sam and Willy used to occupy themselves with Hally, entertain and play games with him. During this time the three experienced many things together, such as their interest in boxing, dancing, and checker games. Hally enthusiastically recalls this period and describes the environment in great detail. This underlines the fact that Hally did enjoy the spent time with Sam and Willy. It is given the impression that Hally in reality did not mind having Blacks as friends and did not see them as his familys servants. However, throughout the plot of the play, Hallys attitude takes a change and illustrates the White dominant racial mentality towards the Blacks. The White mentality can best be demonstrated and described by the kite story told (p.28-30). Hally as a young boy once again was spending time in the servants quarter one afternoon when Sam had built him a kite out of a Tomato-box, wood, brown paper, glue made from flour and water and two of his mothers old stockings for a tail. Even though Hally had a brotherly, friendly and open relationship towards Sam, he was embarrassed and concerned about being seen flying this kite built by a Black. His worries were simple. If a kite was built by a White and it didnt fly properly, nobody would say anything. However, if a kite built by a Black failed to rise high up in the sky and fly, White society would criticise the unintelligent Black. It can be assumed that Hally trusted Sam, be he simply did not want to admit it in front of the Whites and risk being embarrassed by his race. However, in the end Hally does choose to fly the kite and overcomes the social barrier dividing the White from the B lack race. This concept becomes more relevant towards the end of the play. Another example illustrating White mentality could be Sams comparison of a beautiful life with a dancer (p. 45). Sam describes his illusion of two champions dancing on the stage, which he considers as a beautiful sight. He says that Blacks simply want their lives to be beautiful, even thought they are aware that reality demonstrates the opposite. Hallys final responds to Sams desire is brutal (p. 51). Hally forces Sam to live in reality and to accept the fact that in reality there are no illusions, since there will always be a dance couple making mistakes and tearing apart the image of a perfect beautiful dance. The plot in the play is followed by a quarrel between Sam and Hally, in which Hally reveals the typical White racial side of his character marked by the society he has grown up. However, even though Hally discriminates against Sam and treats him wrongfully towards the end of the play, Sam reveals himself as a true friend and a fighter for justice. Sams lecture (p. 56-58) confronts Hally with the reality and Sams true friendship is being offered to him. At the end of the day, Sam wanted to prevent Hally from being ashamed of so many things, such as his ill father and in fact of himself. Sam never wanted Hally to be ashamed of himself. The audience or reader is later acquainted with the fact that the bench Hally sat himself on holding Sams kite was a Whites Only bench. As a child Hally was happy sitting on that bench with something giving to him from a Black servant. Later in his life this is no longer the case and that is something Sam had always tried to prevent. Sam brings back peace between Hally and himself by offering him another kite flight and assuring Hally that he will be waiting for him to come back to him whenever he wishes. You dont have to sit up there by yourself. You know what that bench means now, and you can leave it at any time you choose. All youve got to do is stand up and walk away from it, (p. 60). This illustrates the idea that Hally in reality cannot be categorised as a member of the Whites Only group. Hally does respect Sam, who as a Black man at the end of the day has taught the White boy a lesson. In conclusion, Master Harold and the boys, by Athol Fugard illustrates different concepts and discusses several themes relevant throughout the apartheid rule. The author illustrates the Black society in a different light than the common categorisation made by the dominant White group. This is done through the illustration of a Black-White friendship led by Hally and Sam, which however is somewhat marked by prejudice from the White side. However, in the end it is the White who has learnt a lesson from the Black, contradicting the usual constellation that Blacks are educated by Whites.